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Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load
Anatomical sciences education, 2016-10, Vol.9 (5), p.411-421
Küçük, Sevda
Kapakin, Samet
Göktaş, Yüksel
2016
Details
Autor(en) / Beteiligte
Küçük, Sevda
Kapakin, Samet
Göktaş, Yüksel
Titel
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load
Ist Teil von
Anatomical sciences education, 2016-10, Vol.9 (5), p.411-421
Ort / Verlag
United States: Blackwell Publishing Ltd
Erscheinungsjahr
2016
Link zum Volltext
Quelle
Wiley Online Library - AutoHoldings Journals
Beschreibungen/Notizen
Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second‐year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one‐way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411–421. © 2016 American Association of Anatomists.
Sprache
Englisch
Identifikatoren
ISSN: 1935-9772
eISSN: 1935-9780
DOI: 10.1002/ase.1603
Titel-ID: cdi_proquest_miscellaneous_1816631734
Format
–
Schlagworte
Academic Achievement
,
Access to Information
,
Achievement Tests
,
Adolescent
,
Anatomy
,
Anatomy - education
,
Cognition
,
Cognitive Processes
,
Comparative Analysis
,
Computer Oriented Programs
,
Computer Simulation
,
Control Groups
,
Difficulty Level
,
Educational Measurement
,
Educational Technology
,
Experimental Groups
,
Female
,
gross anatomy education
,
Handheld Devices
,
Humans
,
learning anatomy
,
MagicBook
,
Male
,
Medical Education
,
Medical Students
,
Mixed Methods Research
,
mobile augmented reality
,
mobile learning
,
Multimedia Materials
,
Multivariate Analysis
,
neuroanatomy education
,
Simulated Environment
,
Student Satisfaction
,
Technology Integration
,
undergraduate education
,
Undergraduate Students
,
User-Computer Interface
,
Young Adult
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